“Helping the Homeless” Critical response Essay Example for Free

â€Å"Helping the Homeless† Critical response Essay Homeless is a common feature in most developed countries. It has existed for a long time often we choose not to see the homeless, or bother with them, so we look the other way. Homeless is not prejudice toward race, creed or religion, it has no boundaries. Don’t look at the at them and judge them like they are all bad person, they are all lazy that’s why they become the homeless. Look at their past and listen to their story because not all of homeless people are bad. â€Å"Helping the Homeless† by Malcoln Feeley will show us about it because he was to the one of the homeless. Feeley had been the homeless in a few years because he was an alcoholic and lost his job, even his family. He lived on the streets, under the bridge and slept in the park. He met a lot of good friends that they all had the same problem. They all like brothers, they shared the food, and drink to someone really need. They took care; help each other to survive every day in their life. â€Å"We shared bottles and food when someone didn’t have anything, and we watched each other’s back†. They also were a good people, a hard worker, with a fully decent and be honest to everyone. The reason they became a homeless because the job are not available as they were back in the day. People are losing their homes, jobs and credit so they couldn’t pay rent for house, pay the basic things that they need in life. They couldn’t find any help from people to help them find a job, even with the less payment. â€Å"Other homeless, through no fault of their own, have lost their jobs and can’t pay rent. Many are war veterans who returned with emotional or physical problems that prevented them from holding jobs or fitting back into society†. Some people got back from war with damaged about physically, mentally with disable to working, what could they do to survive in our life? Nowhere or any company want to hire them because they think those people can’t work, but a good person always stays inside of them, they didn’t rob nor did a bad thing to make money to survive while they were a homeless, they are not how people thinking. â€Å"Young people who run away from home or believe living on the streets is an adventure are among the transient homeless who come, eventually leave, and are replaced by an endless flood of alienated youth†. Some people they chose to live in the street because they want to be one of them to understand the worth of life that they having, where they can find work from the street. They are just a people who are down on their luck. People are always so quick to judge them. Many of them are just normal people who’ve been dealt a bad hand. Some of them can turn out to be very put together, successful members of society it given the right opportunities. They need our help although it is a really small thing, It will make a big different. Like the author said† I help the homeless for one reason: they are my brothers and sisters. And yours.† We should not judge at the homeless people until we get to know them, look at them with all respectful and give them your help because you don’t know that someday in your life you will be one of them.

Jungian Psychology Theory

Jungian Psychology Theory Carl Jung was a psychologist and scholar who pioneered the unique field of analytical psychology. The field is characterized by complex and obscure theories that cover various intricate concepts, such as spirituality and the symbolic dynamics of personality. Many of Jungs theories mirror the abstraction of the concepts that they try to explain. Despite its ambiguity, Jungian therapy nevertheless presents the field of psychology with valuable ideas about the human personality, as well as innovative implications for therapy. It is highly comprehensive, addressing and conceptualizing a great diversity of concepts, such as creativity, religion, spirituality, and personality. In addition, Jungian therapy can be successfully compared to other forms of therapy. Its psychoanalytic background gives it many connections to the theories of classical psychoanalysis and Freudian therapy, while its goals and liberal approach to therapy makes it much more similar to humanistic therapy. However, seve ral questions arise when analyzing the applicability of Jungian theory to the scientific field of psychology and psychotherapy. While his complex concepts allow his theories to explore the hidden depths of the human mind, his lack of precise operational definitions for those concepts makes it difficult for any of his theories to be empirically tested. Similarly, several of his concepts are very vague and offer more questions than answers. Nevertheless, despite an obvious absence of a scientific base for his theories, the effect Jung has had on the field of psychology and on other fields is undeniable. His ideas led therapists to look to fields such as art and music in order to incorporate new and creative methods into therapy that, while more aesthetic than scientific, proved to be very effective. Among these methods are dream interpretation, music therapy, and art therapy. It is important, however, to note that Jungian psychology is not the right approach for all therapists and clients. Only a specific group of people would find Jungs theories appealing and useful. Therefore, its lack of universality can be seen as another important issue. That being said, much more can still be done to test and evaluate the full use of Jungian theory in psychology. Individuation Overall, Jungian theory holds a positive view of people, believing in that they have the inherent potential to stand out as unique individuals. However, the process of individuation is complicated, making a person become aware of and reconcile conflicts with the unconscious parts of his personality before he can truly individualize. Individuation is the means through which people can achieve self-actualization, or self realization. If people are not able to individualize, then they can never reach self-actualization, which is the ultimate goal of Jungian therapy and, according to Jung, it is the ultimate goal of living (Harris, 1996). The process of individuation is very complex and involves individuals integrating various concepts into their lives that may be beyond their current, conscious understanding of the world. In therapy, there could be two levels, one that is shallow and one that is deeper. In the first one, the client can experience a problem, begin to understand it, and then learn how to cope with it or to solve it (Harris, 1996). However, in the second level, the clients look beyond their obvious problems and begin to explore hidden parts of their psyche so that they may not only find a solution to their problem, but so they could also go through a whole transformation process, in which they undergo dramatic changes that allow them to gain deeper meanings about what distinguishes them from other people (Harris). Analytical psychotherapy attempts to create a link between the conscious and unconscious so that concepts that seem illogical could become understandable and interpretable. Structure of the Psyche The Jungian view of personality is based on understanding the structure of the psyche. The psyche is what Jung believed to be the complete and total personality of an individual. It is the vessel of a continuous flow of energy that moves between the consciousness and the unconsciousness. This energy manifests itself in a persons thoughts, feelings, and behaviors. The psyche itself consists of many subsystems that are oppositional, yet very interdependent with one another. Those interdependent systems can be grouped into the conscious, the personal unconscious, and the collective unconscious. The conscious consists of perceptions that an individual is constantly aware of, such as immediate memories, thoughts, and feelings. (Jung, 1971a). At the center of the conscious is the ego, which is the conscious main reference point and the psyches unifying element. It consists of immediate thoughts, feelings, memories, and other experiences. In addition, it creates the framework for peoples view themselves and their identity (Jung, 1971b). Covering the ego is the persona, which is the public image one allows other people to see. It is the conscious component of the self usually developed in childhood that manifests itself in everyday roles at work, school, and other social institutions. Likewise, it reconciles the conflict between personal desires and the requirements of society, thus making it a mediator (Jung, 1971a). In terms of the goal of individuation, the persona is what hinders an individuals journey towards that goal. The more one focuses and acts on the social self, the less one can have access to the inner world and thus moves further from individuation and self-actualization. Similarly, disregarding the persona by over-focusing on internal experiences leads to social conflicts and limited awareness of the outside world (Jung, 1959a). Lying deeper than the conscious is the personal unconscious, which is made up of material that is repressed or forgotten but for the most part it can be easily retrieved, usually with the help of therapy. Material in the personal unconscious is unique to the individual (Jung, 1971a). Just as the ego is the center of the conscious, the self is the center of the personal unconscious. The self regulates and stabilizes the personality, and it is also the mediator between the conscious, personal unconscious, and collective unconscious (Jung, 1959b). The self is also dependent on the other systems of personality, as it cannot until begin to develop until other systems become fully developed, which usually happen around middle age. Its development begins when individual starts to become more spiritual and philosophical, which is a sign of the blending of the conscious and the unconscious. The self is surrounded by the shadow, anima/animus, and a various complexes, the details of which will be discussed after a brief description of the collective unconscious (Jung, 1959a). The collective unconscious is the deepest part of the psyche and is perhaps Jungs most complex and most misunderstood concept. Unlike the personal unconscious, which consists of content that was once in the conscious but then forgotten, content in the collective unconscious never existed in the conscious nor did it even contain any personal, individual experiences. (Jung, 1971c). Likewise, it was never acquired by the individual; rather it was inherited from primordial generations. It consists of symbolic material, such as complexes and archetypes. Jungs basis for the idea of the collective unconscious is based in the belief that all individuals possess generic images, myths, and symbols that are biologically passed down through generations and that are partially responsible for guiding how people think, feel, and act. The collective unconscious includes concepts such as light and dark, heaven and hell, and birth and death. Though it can never be directly accessed by the conscious, t he collective unconscious nevertheless presents itself in images, visions, and/or archetypes (Jung). Archetypes and Symbols Archetypes are themes that have manifested themselves in various cultures throughout all of history. Jung (1971b) also calls them primordial images, namely because they are so ancient. Certain archetypes, such as the anima/animus and the shadow, have developed so fully that they now stand as separate systems in the personality. They are supported by common patterns or universal motifs, making up the fundamental content of tales, myths, and legends. They begin to surface usually in the form of dreams and visions (Harris, 1996). The anima/animus is the masculine and feminine archetype, a concept that is similar to the idea of the ying and the yang. Anima represents the feminine qualities in men, and animus represents the masculine qualities in women, with the qualities being those that are stereotypically associated with each sex. An example would the anima emerging as sensitivity in males and the animus emerging as aggression in females. Jung (1971b) believed that the purpose of the a nima/animus is that it allows men and women to understand and properly interact with one other. This archetype came from many centuries of males and females living together and taking on each others personalities (Jung, 1951b). The shadow, which was mentioned before, is a part of both the personal and the collective unconscious. It is the internal content that is usually repressed to its socially unacceptable and uncivil nature. The shadow represents the darker and more evil aspects of the personality that people usually deny even exist because of the strong opposition of society. The shadow occurs in the form of negative thoughts and actions that are rooted in animal instincts. These negativities could be aggression, sexual desire, selfishness, and any other traits and qualities that are considered evil by society. In essence, the shadow is the direct opponent of the persona, the public image. The shadow from the personal unconscious is usually more easily identifiable and manageable than the shadow from the collective unconscious, which is rooted much deeper (Jung, 1971b). In therapy, the acknowledgment and awareness of the shadow is an essential part of moving towards the resolution of conflicts and comi ng closer towards individuation. This acknowledgement, however, is by no means simple, as it comes into conflict with the socially acceptable and positive image one wishes to present to society. Consciously integrating the shadow into personality is usually the first stage of the therapeutic process (Harris, 1996). Conceptualization of Conflict Application to Psychotherapy I: Therapeutic Process As mentioned before, the main goal of Jungian therapy is to help the client come to a higher state of self-actualization, or self-realization. This is an ongoing process that the individual engages in throughout his entire life, from childhood to late adulthood, and it never fully comes to end. The concept of self-realization is more ideal than real and it is the actual process of moving towards self-realization, rather than achieving it, that should be the goal of every individual. In fact, Jung believed that full self-realization can never happen, precisely because self-realization is not real. (Harris, 1996). Sometimes, however, the process may be hindered if in childhood a person grew up in a harsh environment where the parents were unreasonably strict. When the self-actualization process is halted, certain personality dysfunctions, such as neurosis and psychosis, tend to form. When in such a state, a person does not have a balance between the subsystems of his personality. The p eople who come for therapy have either completely lost touch with their inner world or are overly focused on and preoccupied with it. The therapist must therefore help recreate the bridge between the inner and the outer worlds while still keeping them separated and preventing them from merging together (Dehing, 1992). The relationship between the therapist and the client is one element in Jungian therapy that distinguishes it from many other approaches. In Jungian therapy, the client is not viewed as someone who needs treatment and the therapist is not someone who is the curer. Rather Jungian therapists are people who help guide other people to delve into the unconscious and to create meanings in their lives (Dehing 1992). The therapists are experts because they have the knowledge of the structure and functions of the psyche, and so the therapist can teach, give support, scold, or reflect on the clients processes and experiences. However, much of Jungian therapy is dependent on an equitable relationship between client and the therapist, and in order for this relationship to exist, the therapist must abandon any feelings of superiority and authority, as well as the desire to influence the clients therapeutic process. In addition, Jung affirmed that the therapists should be just as equally involved in their own self-realization process as their clients (Dehing). The therapy process itself consists of four stages. During the confession stage, the client acknowledges his problems and limitations. He becomes aware of both his own weaknesses and the weaknesses of humankind, to which he is unavoidably tied to. This is a cathartic process during which transference occurs, and the client begins to transfer thoughts and feelings onto the therapist, thus causing many unconscious elements to come to the surface. This content that is brought to the surface is clarified by the therapist in elucidation, the second stage, during which the client learns about the origin of his problems. In the third stage, the education stage, the clients learns to integrate the new meanings and insights he gains from therapy into his personality. In the final stage, transformation happens are a result of innovative changes and dynamics in the client-therapist relationship that go beyond the environmental realm and that create an active movement towards self-realization (H arris, 1996). Application to Psychology II: Therapeutic Techniques Overall Jung was reluctant to implement specific therapy techniques, as he felt that they would restrict clients in their process of exploration and self-realization. He did recognize, however, that assessments were necessary in order to be able to learn about the clients history and understand how past conflicts lead to maladjustments (Harris, 1996). Using psychological types was the most important technique for assessment. Jung created an outline of the major attitudes that make up a ones personality. The two most fundamental attitudes are the contrasting extroverted personality and introverted personality, with the first characterized as outgoing and social and the second characterized as introspective and shy. While everyones personality consists of a combination of the two attitudes, there is always one that is dominant and is in consciousness and one that is inferior and is in the unconsciousness. In addition to the attitudes, thinking, feeling, sensing, and intuiting are four major functions that also distinguish ones personality type (Jung, 1971d). The four functions are also divided into contrasting pairs, sensing with intuiting and thinking with feeling. Sensing and intuiting characterize how one experiences and perceives the world, and intuiting and thinking characterizes how one evaluates their experiences. Sensing types perceive the world by using conscious acknowledgment of what they can see, hear, smell, touch, and taste. Intuiting types perceive the world unconsciously through unexplained hunches and random moments of insight. From there, thinking allows one to understand phenomena by way of reason and logic, while feeling allows one to judge an event emotionally (Jung, 1971d). From the characteristics associated with the psychological types, later researchers created the Myers-Briggs Type Indicator (MBTI), a 166 item inventory identifying a person as an extraverted or introverted type and as a feeling, thinking, intuitive, or sensing type (Ryckman, 2004). In addition to the using the psychological types, Jung also used word associations to assess his clients. Through the use of word associations Jung aimed to identify complexes. Clients had to give rapid responses to stimulus words by saying whatever words occurred to them. The stimulus words were chosen so as to stimulate all complexes that have been found in practice. Times were recorded between the presentation of the stimulus and the clients response. Any sort of hesitation or error that occurred was identified as the underlying conflict or complex. Upon discovering the complexes the therapist brings them into the conscious awareness of the client so they may be further explored (Ryckman, 2004). Jungian therapy also consists of various exploratory techniques. Among them the most prominent is dream interpretation. Relation to Freudian and Humanistic Psychology Because of Jungs psychoanalytic background, many comparisons can be made between his theories and the theories of his contemporary Sigmund Freud. However, when analyzing the Jungian approach to counseling and therapy, there is a much stronger parallel with the humanistic approach, especially with Gestalt therapy. Jungs theories can be compared to Freuds on concepts such as personality development, conflict, and the structure of the unconscious. In terms of personality development, both Jung and Freud stress the importance of the development of a healthy and stable self. In Freudian theory that self is the genital character and in Jungian it is the individualized character. However, unlike Freud, Jung did not believe that development could ever have a resolution. As mentioned before, the Jungian concept of personal development is characterized by a constant movement towards self-realization and the consistent balancing of the inner and the outer self. For the most part, this cannot fu lly happen until all parts of the personality become developed, which is not until adulthood. This differs greatly from Freud who believed that the larger part of an individuals personality forms in childhood. Similarly, the two differ in how they view and conceptualize conflict. For Freud, psychopathology and other dysfunctions are rooted in negative childhood and past experiences, such as abuse or neglect. In order to cope with such experiences, a person develops various defense mechanisms, the most common of which are repressions and fixations. These defense mechanisms hinder development in that they do not allow one to successfully complete all the stages of development. Jung, on the other hand, did not view the unsuccessful completion of the stages of development as the source of conflict, partially because he rejected the idea of the stages of development having completion. Conflict, in Jungian theory, comes from an internal imbalance between the subsystems of personality. Likewise, contrary to Freud, conflict is not ignited by a traumatic or painful childhood event. Rather conflict is something that is present in individuals from the very beginning and is a natural part of personali ty. The Jungian idea of conflict can be described in terms of the cosmological idea of chaos. Before the creation of the world, there was only chaos. Then in a slow process, order came to chaos and the world was able to fully form. It is the same with the individual, who starts life conflicted but then slowly is able to gain internal balance and stability. It is quite evident that the Jungian concept of the unconscious is based on Freudian theory. Both theories emphasize the immense importance of the unconscious and its affect on the individual, stating that conflicts are centered in the unconscious. In Freudian psychology the main unconscious process is the struggle between the superego and the id. In Jungian psychology, such struggles also exist, mainly in the conflict between the persona and the shadow. Likewise, both Freud and Jung divided the human mind into three levels: the conscious, preconscious (or subconscious), and unconscious in Freudian theory, and the conscious, personal unconscious, and collective unconscious in Jungian theory. Jungs personal unconscious can be equated to Freuds preconscious. Both levels are deep, but not beyond access, and both contain content that became lost to the conscious. Jungs collective unconscious is similar to Freuds unconscious in that it is beyond the reach of the conscious, but usually man ifests itself in the form of dreams and symbolic images. However, unlike the Freudian unconscious, the Jungian unconscious is not solely made up of repressed aggressions and sexual desires. It is much more complex, containing both personal repressions and archetypal ideas of the greater humanity. Jungian therapy is connected to humanistic therapy in its goals and approach to therapy, specifically the relationship between the client and the therapist. In both therapies the ideal goal is the realization and actualization of the self. In therapy, this goal is met by placing strong emphasis on awareness of experiences. Like humanistic therapy, Jungian therapy acknowledges the importance of the past, but prefers to focus on the immediate present and the impending future. Specifically, past experiences are only viewed in terms of their implications on the present and future. However, unlike the humanistic approach, Jungian therapy places more emphasis on unconscious processes and how they affect the conscious. Jungian therapy is also similar to humanistic, particularly to Gestalt, in the way it views the role of the therapist and the relationship he has with the client. Like Gestalt therapy, Jungian therapy views the therapist as being equal in position and superiority to the clien t, having expertise only in terms of having more knowledge of psychological processes. Conclusion In general, Jungian therapy and analytical psychology presents very strong and well supported ideas, even while being, at times, complex and ambiguous. The theories are solid and comprehensive, covering a wide range of psychological phenomenon. It can therefore be used alone, without the conjunction of a different form of therapy. It builds on certain pre-existing theories from classical psychoanalysis, yet offers a completely different and unique perspective to them, in addition to adding new concepts. Jungian therapy is especially unique in its strongly philosophical nature that emphasizes abstract rather concrete concepts. Such concepts include spirituality, symbolic images, and the connection between the individual, humankind, and the greater cosmos. This unique factor of Jungian therapy can be viewed as both a strength and a weakness. It is a strength in that it outlines and conceptualizes ideas that are usually limited only to philosophy, despite having such important roles in personal development. Every person at some point attempts to search for the higher and deeper meanings in life. Jungian therapy recognizes and supports this need. However, its philosophical approach is also a major weakness. One reason for this is that it lacks empirical evidence due to its abstract nature. Another reason is that the concepts are very complex and require a specific type of mentality in order to understand them. This makes it difficult for Jungian therapy to be applicable to all clients. I believe the types of clients that would probably receive the most benefit from Jungian therapy are people who can think abstractly and who are very patient. These people view the world in terms of symbols that are in constant need of interpretation. They have to be fond of constructing meanings of both their own internal experiences and the universal, macrocosmic phenomena. People with problems such as severe depression, personality disorders, and schizophrenia may be greatly helped by Jungian therapy. These are people who have lost or were not able to find greater meaning in life, thus causing them to plunge into the confusion and chaos that characterizes the mentioned disorders. Jungian therapy would be able to help find that meaning, as well as give them a strong conceptualization of their experiences. However, clients who prefer a more concrete and direct approach to therapy would most likely be very frustrated with a Jungian therapist and would probably not be aided by the pro cess. If anything, their condition may only worsen from being overly confused and frustrated. Clients with OCD, phobias, and other anxiety disorders should probably be treated with a different therapeutic approach, as Jungian therapy may not be the most appropriate technique for them. Therefore a therapist must be very careful when choosing to use the Jungian approach. The therapist should first be able to assess the clients mentality and determine whether Jungian therapy would be harmful or beneficial.

How Communication Plays A Vital Role English Language Essay

How Communication Plays A Vital Role English Language Essay Communication plays a vital role in our lives. We communicate based on five reasons which are to influence people, to establish or maintain interpersonal relationships, to acquire different kinds of knowledge, to help people, and to play (DeVito, 2001). With this in mind, communication can be considered a sophisticated activity and that is why misunderstandings and conflicts tend to arise. According to Bovà ©e and Thill (2000), communication barriers are usually due to a number of factors such as differences in perception and language, poor listening, emotional interference, cultural differences and physical distraction. Listening skills is an important aspect in effective communication. Listening is defined as the acquisition of information in an interpersonal interaction (Bostrom, 1996a; 1996b). Comprehending, retaining, and responding are the three elements of listening (Rothwell, 2004). There are however, some problems that contribute to the barriers to listening. Qn 1 Based on the clip Stephanie Explodes at Eric, there are three barriers to listening that I observed. First is the competitive interrupting. Competitive interrupting occurs when we dominate the conversation by seizing the floor from others who are speaking. At 00:11 to 00:13, when Eric interrupted Stephanie, the conflict was further ignited. Eric failed to listen to Stephanies points. Erics actions prove that men are more frequent competitive interrupters (Mulac et al., 1988; Stewart et al., 1996). Secondly, I observed ambushing. Ambushing occurs when we listen for weaknesses and ignore the strengths of a speakers message (Rothwell, 2004). At 00:38 to 00:50, Stephanie ambushed Eric by saying that he had an illegitimate child with Brooke, which is totally out of context. In the argument, Eric wants Stephanie to realize that her act of confronting Brooke in front of the media is wrong. However, Stephanie had selectively listened to Erics point of view and attack him by bringing up Brookes personal life story as Wood (2004) mentioned Once a conflict begins, everything that has been stored up is thrown in. Last but not least, I observed content-only response. A content-only response focuses on the content of a message, but it ignores the emotional side of communication. As cited in 1:13 to 1:23 clip; Eric has long known that Stephanie has never agreed to the idea that Brooke works in their family-business company, Forrester Creations. When Stephanie finally thinks that it is the right time to fire Brooke, Eric failed to understand and acknowledge Stephanies feelings towards Brooke. He was too concern with the status of the company. Problems simply arise when we expect or assume the opposite sex should think, feel or act the way we do (Conner, 2000). Qn 2 In enhancing listening skills, a competent communicator needs to take note of informational listening and critical listening. Informational listening expands our knowledge and understanding of our world whereas critical listening helps us sort through bad ideas to discover good ideas that will solve problems and help us make quality decisions that improve our lives (Rothwell, 2004). Both situations require emphatic listening. Emphatic listening requires us to take the perspective of the other person; to listen for what that person needs (Rothwell, 2004). In the clip, both Eric and Stephanie could use emphatic listening to enhance their listening skills. In 00:11 sec, when Stephanie mentioned that Im not as angry with Brooke as I am angry with you, Eric could firstly, used the probing response to seek more information from others by asking questions (Rothwell, 2004). He could have asked Why did you say that? to understand the underlying causes of Stephanies statement. Secondly, Eric could use supporting response which acknowledges the feelings of the speaker and tries to boost the persons confidence (Rothwell, 2004). Instead of saying this is not about you in 1:37 sec, Eric could have said I can see how much Forrester means to you. The response will acknowledge Stephanies feelings thus calming her down. Last but not least, in resolving conflict, Stephanie could use the understanding response which requires a listener to check his or her comprehension of the speakers message by paraphrasing and perception checking (Rothwell, 2004). In time code 1:37 to 1:55, rather than shouting dont you dare talking to me about any damn united front, Stephanie could have responded I understand youre concerned about the future of Forrester, and you agree that Brookes behavior is unacceptable. Qn 3 Based on the clip, I perceived Eric to be in the right. The first attribution that Ive made with regards to his behavior is based on internal attribution which is caused by internal factors such as personality, characteristics and individual belief (Dobkin-Pace, 2006). In the argument, Eric has consistently portrayed a strong characteristic as a businessman as he showed that he certainly knows what is best for the company and stood by it. The first cue is he tells Stephanie that the argument is not about her and that they should worked together to put up a united front so as to convince the media that the company is not falling apart. Secondly, although he has a personal relationship with Brooke, his argument with Stephanie has never been based on his feeling but for the interest of the company. The second attribution I made is based on external attribution which is caused by external forces such as the social situation or physical environment (Dobkin-Pace, 2006). The main reason why the arguments between Eric and Stephanie started is because Stephanie made a rude remark towards Brooke in public which might jeopardize the future of the company. Because the remark was made in public, Eric had to react immediately to defend Brooke hence not able to control himself as he is overwhelmed with shock and anger. I made this attribution based on the words of Eric who reminded Stephanie that it is wrong to insult Brooke in front of her children, employees and media (cue 00:27 sec to 1.05 sec). Qn 4 In making my attribution about Eric, there are two biases that I may have made. Firstly is the fundamental attribution error which is defined as the overestimation of the degree to which other peoples behaviors are due to internal factors and underestimation of the significance of external forces (Dobkin-Pace, 2006). I mentioned earlier that Erics defense toward Brooke is solely for the benefit of the company. However, I may have overestimated the behavior. It can be possible that Eric still have feelings towards Brooke whom he had children with. This in turn, explained his behavior towards Stephanie when she made a remark on Brooke. Secondly is the attractiveness bias which means we tend to think better of attractive than unattractive people and we tend to make positive attributions about their behavior (Dobkin-Pace, 2006). From the start, I have paid more attention to Erics points rather than Stephanie due to the fact that as a women, I tend to be attracted to physical attractiveness of a male as compared to female which I believe affects my attributions. It is natural for human beings to make perceptions toward others without finding the actual facts. Based on the study above, it is proven that these biased perceptions tend to cause grievances, misunderstanding and conflicts. Therefore, it is important to practice good communication in our everyday lives. (1200 words) References: Bostrom, R. N. (1996a). Aspects of listening behavior. In O. Hargie, (Ed.) Handbook of communication skills. (2nd Ed., pp 236-259) London: Routledge. Retrieved February 27, 2010, from http://www.uky.edu/~bostrom/ncalist3.htm Bostrom R. N. (1996b). Cognition, behavior, and listening: A reply to Thomas and Levine. Human Communication Research. Retrieved February 27, 2010, from http://www.uky.edu/~bostrom/ncalist3.htm Bovà ©e, C. L. Thill, J. V. (2008). Business Communication Today (9th ed.). USA: Prentice Hall International, Inc. Retrieved February 26, 2010, from http://courses.nus.edu.sg/course/elcttr/ES2002/communication_process.html Conner, M. G. (2000). Understanding The Difference Between Men And Women. Retrieved February 28, 2010, from http://www.oregoncounseling.org/ArticlesPapers/Documents/DifferencesMenWomen.htm DeVito, J. A. (2001). The Interpersonal Communication Book (9th ed.). New York: Longman. Retrieved February 26, 2010, from http://courses.nus.edu.sg/course/elcttr/ES2002/communication_process.html Dobkin-Pace (2006). Communication in a Changing World. Singapore : McGraw Hill. Mulac, A., Wiemann, J., Wideman, S., Dibson, T. (1988). Male/female language differences and effects in same-sex and mixed-sex dyads: The gender-linked language effect. Communication Monographs, 55, 315-335. Rothwell, J. D. (2004). In the Company of Others : An Introduction to Communication. New York, NY: McGraw Hill. Steward, L., Cooper, P., Stewart, A., Friedley, S. A. (1996). Communication and Gender. Scottsdale, AZ: Gorsuch Scarisbrick. Wood, J. T. (2004). Interpersonal Communication: Everyday Encounters. New York: Wadsworth. Retrieved February 27, 2010, from http://department.monm.edu/portfolio/cata2005/kstitt/Relationship%20Paper.htm

personal narrative Essay -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Growing up as an only child I made out pretty well. You almost can’t help but be spoiled by your parents in some way. And I must admit that I enjoyed it; my own room, T.V., computer, stereo, all the material possessions that I had. But there was one event in my life that would change the way that I looked at these things and realized that you can’t take these things for granted and that’s not what life is about.   Ã‚  Ã‚  Ã‚  Ã‚  When I was seventeen years old and going into my senior year of high school I was given the opportunity to go on a trip to Spain with my school. It was a two week trip during the summer, visiting different cities and historical sites throughout the country. While we where there we went to see a Flamenco dance show in Seville which is about an hour and a half outside of Madrid, the city where we were staying. It was a Wednesday around one o’clock when we left and the ride up there was really beautiful. We were driving through the country side passing some small villages on the side of the road. We arrived there around 3:30 and sat down for the show. It was really cool they had all the ladies with their bright dresses and fruit in their hair dance around while we ate lunch. And the show ended around five and we started to head home. On the way home we were driving through the countryside along side a small village when all of a sudden we heard a loud bang and the bus started slowing down. After a couple of ...

Fine Arts Education Issues Essay -- essays papers

Fine Arts Education Issues According to the National Art Education Association’s goals for schools, â€Å"all elementary schools shall require students to complete a sequential program of art instruction that integrates the study of art production, aesthetics, art criticism, and art history,† (Clark, 1987). Elementary schools are having difficulty because they are cutting back on the fine arts programming and many non-specialist classroom teachers are expected to integrate the fine arts into their daily curriculum. Most of these teachers feel inadequate and uncomfortable when teaching these subjects. The children are receiving inadequate lessons in art education. All elementary schools should expand their curriculum to include the fine arts as subjects, and licensed specialists should teach these subjects. More or less, it isn’t the fact that there is a lack of fine arts education; there is a lack of specialists teaching fine arts in elementary schools. One reason for the lack of art specialists in the elementary schools is the fact that the fine arts aren’t considered core curriculum. The fine arts are thought of as expendable and not as important as mathematics, sciences, language, and literacy, when in fact Gardner’s theory of Multiple Intelligences explains that there are several different ways of learning. â€Å"Gardner has identified eight "accepted" modes of learning: Kinesthetic, Interpersonal, Intrapersonal, Linguistic, Mathematical, Musical, Naturalist, and Spatial. Traditional education emphasizes Linguistic and Mathematical Intelligences,† (Martin, 2000). Certain intelligences are enhanced through participation in the fine arts. This is why fine arts are actually equally as important as other core curriculum. ... .... Miller, M. and Hart, C. (1998). Bridging the gap. Thrust for Educational Leadership, Vol. 28 Issue 1, p22. Missouri Dept. of Elementary and Secondary Education. (1996). Missouri's framework for curriculum development in fine arts, K-12. Jefferson City, Mo: The Dept. National Education Association. (1999). The 1999-2000 Resolutions of the National Education Association. NEA Today, Vol. 18 Issue 1, p51. http://search.epnet.com/direct.asp?an=2214068&db=aph Online Educator Network: Music Center Education Division. [Online]. Available: http://www.musiccenter.org/educators/ Reardon, C. (1995). A Jazzy Introduction to Music. Christian Science Monitor, Vol. 87 Issue 229, p14. Tunks, J. (1997). Integrating community arts programming into the curriculum: A case study in Texas. Arts Education Policy Review, Vol. 98 Issue 3, p21, 6p. Fine Arts Education Issues Essay -- essays papers Fine Arts Education Issues According to the National Art Education Association’s goals for schools, â€Å"all elementary schools shall require students to complete a sequential program of art instruction that integrates the study of art production, aesthetics, art criticism, and art history,† (Clark, 1987). Elementary schools are having difficulty because they are cutting back on the fine arts programming and many non-specialist classroom teachers are expected to integrate the fine arts into their daily curriculum. Most of these teachers feel inadequate and uncomfortable when teaching these subjects. The children are receiving inadequate lessons in art education. All elementary schools should expand their curriculum to include the fine arts as subjects, and licensed specialists should teach these subjects. More or less, it isn’t the fact that there is a lack of fine arts education; there is a lack of specialists teaching fine arts in elementary schools. One reason for the lack of art specialists in the elementary schools is the fact that the fine arts aren’t considered core curriculum. The fine arts are thought of as expendable and not as important as mathematics, sciences, language, and literacy, when in fact Gardner’s theory of Multiple Intelligences explains that there are several different ways of learning. â€Å"Gardner has identified eight "accepted" modes of learning: Kinesthetic, Interpersonal, Intrapersonal, Linguistic, Mathematical, Musical, Naturalist, and Spatial. Traditional education emphasizes Linguistic and Mathematical Intelligences,† (Martin, 2000). Certain intelligences are enhanced through participation in the fine arts. This is why fine arts are actually equally as important as other core curriculum. ... .... Miller, M. and Hart, C. (1998). Bridging the gap. Thrust for Educational Leadership, Vol. 28 Issue 1, p22. Missouri Dept. of Elementary and Secondary Education. (1996). Missouri's framework for curriculum development in fine arts, K-12. Jefferson City, Mo: The Dept. National Education Association. (1999). The 1999-2000 Resolutions of the National Education Association. NEA Today, Vol. 18 Issue 1, p51. http://search.epnet.com/direct.asp?an=2214068&db=aph Online Educator Network: Music Center Education Division. [Online]. Available: http://www.musiccenter.org/educators/ Reardon, C. (1995). A Jazzy Introduction to Music. Christian Science Monitor, Vol. 87 Issue 229, p14. Tunks, J. (1997). Integrating community arts programming into the curriculum: A case study in Texas. Arts Education Policy Review, Vol. 98 Issue 3, p21, 6p.

Harley Davidson Essay

Market segment: is a portion of a larger market whose needs differ somewhat from the larger market. Market segmentation involves four steps: Identifying product-related need sets, grouping customers with similar need sets, describing each group, selecting an attractive segment(s) to serve. The goal is develop a product focused solely on the needs of the segment this will meet the segment’s desires better than a firm whose product or service attempts to meet the needs of multiple segments. Q2. Geographic segmentation- allows us to segment a market that is spread over a large geographic area into sub-markets that cover smaller geographic areas. Geographic segmentation usually involves dividing up geographic markets by using existing political boundaries, natural climatic zones, or population boundaries. Demographic segmentation- occurs when one or more demographic traits are employed to divide a market. Typical demographic traits that are used include age, gender, race, ethnicity, marital status, family size and stage of the family life cycle. Psychographic segmentation- bases divide markets based on differences in lifestyles or differences in personality traits. Lifestyle segmentation is one of the most popular and effective ways to create segments for consumer products. Consumer shopping behavior patterns include such things as the type of store shopped in, timing of purchases (i.e. time of day, week, or year), how much of a product is purchased on a given visit to the store, and how often the individual frequents a particular type of retail establishment or shopping mall. Behavioral segmentation-include product consumption or usage rates base (as discussed earlier). Other segmentation bases included in this category are product usage occasion, product use versus non-use, and loyalties to specific brands. Website: http://courses.unt.edu/kt3650_7/sld006.htm Q3. Harley-Davidson has change their market segment by attacking the market globally in different areas of the country. Harley noticed next to China, India is the second largest two-wheelers market in the world. More than 500-600 super bikes are sold every year in India. The super-bike segment in India is currently dominated by Japanese bike makers including Honda, Suzuki and Yamaha. Another way Harley-Davidson is changing their segments is by reaching more diverse customer pool, even as the company consistently grows with their traditional customer base. â€Å"In 2012, U.S. sales of new Harley-Davidson motorcycles to our â€Å"outreach† customers — young adults 18-34, women, African-Americans and Hispanics – grew overall at more than twice the rate as sales to our traditional U.S. customer base of Caucasian men, ages 35-plus.† For the fifth straight year in 2012, Harley-Davidson was the number one seller of new street motorcycle to each of these groups. In fact, Harley-Davidson experienced double-digit market share gains from 2008-2012 in the U.S. with these segments. Q4. Marketing potential in general boils down to a very basic formula. It figures out a customers’ profile (who you want to target with your marketing) and combine that with the geographic size you want to target (how many of those people are in that area). This is a general market potential. It relates to target market because it narrows down the customers that are more advantages to buy the product per contra to not having not having a target market which puts a higher risk for product sale but also enables a large slice of the market. Website: http://courses.unt.edu/kt3650_7/sld006.htm

Roxane qimby case

Glumly has done work a lot to make the company successful. As her business Is growing, she believes that the growth Is beyond her expertise, goals and definitely beyond Maine, and she wanted to expand It more. According to me, If Glumly stays in north Calories, there are chances that the Burst's bees might grow its business in larger scale because she has expertise in calories which they can't get in Maine. She has found marketing experts and plant engineer here which helps her to manage and run her business in more efficient way.Due to lack of her formal business training, she might able in Calories to train herself by watching the experts she hired here. Below are the some advantages for staying in North Calories: Less Taxes as was in Maine Low transport cost Central Location Less labor Intensive Expertise In marketing and plant engineering High opportunities So, keeping the above factors in mind, Quinsy should need to stay in north Calories. She should need to use her manufacturin g expertise, bird-in-hand, as a basic factor in order to expand her business more. Her strong vision also beneficial act as her trench here.She need to made the innovation in her product as she did earlier in Maine by making new designs and innovative products. So by using bird-in-hand facilities, she can survive in Calories and can expand her business that results in high profit. As we know that there is risk attach with the decision. Although they had not bear any loss yet but It is not sure that It won't happened in future because business Is not all about profits, you have to face losses as well. But keeping the following opportunities Into mind, she need to start the business here and leverage reprises or contingencies by using the using the Lemonade principle.She Is aware about the risk and the entrepreneurial skills are polished in her. So she should need to avail the opportunity while keeping the risk in mind and prepare herself for anything to make those accidents as potent ial clues for next steps. No doubt If they move to calories but they need to make the partners as discussed in the case and It Is necessary if Quinsy has desire to grow her business. By going into partnership they got some benefits, although they had not bear any loss yet butIt Is not sure that It wont happened In future because business Is not all about profits, you have to face losses as well, so if Burt bees faces such situation, the loss is into partnership she might be able to fulfill her dream by staying away from business, not for a long time but for short time on leave and make her dream into reality by staying with rural women and work on product design. Quinsy can also hire the labor back from Maine- which were working with her- and give them training of new plant and technology. By this he might feel as living in Maine.